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  1. Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test.Kristen Smith, Keston Fulcher & Elizabeth Hawk Sanchez - 2017 - Journal of Business Ethics 144 (2):417-436.
    Professionals in business and law, healthcare providers, educators, policymakers, consumers, and higher education practitioners value ethical reasoning skills. Because of this, we concentrated campus-wide reaccreditation efforts to help students actively engage in ER. In doing so, we re-conceptualized the ER process, implemented campus-wide ER interventions designed to be experienced by all undergraduate students, and created the ethical reasoning identification test to measure students’ ability to engage in a foundational step in the ER process. Using factor analysis, we demonstrated internal validity (...)
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  • Corporate Reputation’s Invisible Hand: Bribery, Rational Choice, and Market Penalties.Vijay S. Sampath, Naomi A. Gardberg & Noushi Rahman - 2018 - Journal of Business Ethics 151 (3):743-760.
    Drawing upon rational choice and investor attention theories, we examine how accusations of corporate bribery and subsequent investigations shape market reactions. Using event study methodology to measure loss in firm value for public firms facing bribery investigations from 1978 to 2010, we found that total market penalties amounted to $60.61 billion. We ran moderated multiple regression analysis to examine further the degree to which the unique characteristics of bribery explain variations in market penalties. Companies committing bribery in less corrupt host (...)
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  • Can Future Managers and Business Executives Be Influenced to Behave More Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior.Joan A. Ballantine, Xin Guo & Patricia Larres - 2018 - Journal of Business Ethics 149 (1):245-258.
    This study considers the potential for influencing business students to become ethical managers by directing their undergraduate learning environment. In particular, the relationship between business students’ academic cheating, as a predictor of workplace ethical behavior, and their approaches to learning is explored. The three approaches to learning identified from the students’ approaches to learning literature are deep approach, represented by an intrinsic interest in and a desire to understand the subject, surface approach, characterized by rote learning and memorization without understanding, (...)
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